817-824 Chsherbakova

Scientific Herald of Uzhhorod University
Series “Physics”
Journal homepage: https://physics.uz.ua/en
Issue 56, 817–824
Received: 17.01.2024. Revised: 04.05.2024. Accepted: 25.06.2024
DOI: 10.54919/physics/56.2024.81beo7
Pedagogical support of technical college students during professional training
Irina Chsherbakova*
Kostanay Polytechnic Higher College
110000, 3 Kobylandy Batyr Ave, Kostanay, Republic of Kazakhstan
Abstract
Relevance. The training of future specialists, especially in technical fields, is highly relevant today. This priority for
pedagogical research involves analysing current methods and effective approaches for supporting future specialists. The
urgency is heightened by socio-political changes and the informatisation of the educational environment.
Purpose. This study aims to examine the features of pedagogical support during the educational and professional training
of students at a technical college.
Methodology. The study employs various scientific methodological tools, including functional and dialectical
approaches, and methods of analysis, synthesis, comparison, and generalisation.
Results. The study explores the concept of pedagogical support, detailing its theoretical characteristics and practical
application. Based on an analysis of Kostanay Polytechnic Higher College, identifies key methods such as personalized
learning paths, integration of technology, and continuous assessment. These methods address the specific needs of
students, enhancing their professional competence and readiness for the workforce.
Conclusions. The research confirms the effectiveness of pedagogical support in technical colleges, showing that wellimplemented support significantly enhances professional training quality. The findings offer insights for developing
programmes to improve educational outcomes through individualized learning strategies and technology use. The
complexity of the subject suggests ongoing research is needed, especially in optimizing individual educational trajectories
to further refine training processes and outcomes in technical education.
Keywords: professional establishment; individual trajectory; educational process; development.
Introduction
In the conditions of active changes in society, all spheres
of life activity must be updated and modernised in time.
Admittedly, this also applies to the educational
environment, in particular the professional one, based on
which future specialists are trained. Notably, the
educational process is quite complex, and under the
influence of external factors, including the COVID-19
pandemic and distance learning, it requires modernisation
[1]. The above refers to changing several aspects at once,
namely psychological and social. In their study, N.
Revyakina and E. Sakharova [2] cover this problem on the
part of such subjects of the educational process as parents
and peers. However, it is advisable to analyse the process
of professional development, in particular, the acquisition
of professional knowledge and skills of students through
their interaction with the teacher, which will certainly help
to increase the effectiveness of the educational process. In
addition, T.M. Makoelle and V. Burmistrova [3] claim that
teachers at the stage of pedagogical support are endowed
with a set of tasks that aim to not only transfer educational
material and check the level of knowledge of students, but
also to support and accompany them. Special approaches
and methods, determined by the individual characteristics
of students and teachers are used to achieve this goal.
However, this aspect is insufficiently disclosed, which
indicates the need to search for more effective ways to
establish interaction between students and teachers.
Suggested Citation:
Chsherbakova I. Pedagogical support of technical college students during professional training. Sci Herald Uzhhorod Univ Ser Phys.
2024;(56):817-824. DOI: 10.54919/physics/56.2024.81beo7
*Corresponding author
Copyright © The Author(s). This is an open access article distributed under the terms of the
Creative Commons Attribution License 4.0 (https://creativecommons.org/licenses/by/4.0/
Chsherbakova
The priority of considering the pedagogical support of
technical college students is disclosed in its essence. In
particular, a study by Z. Almagul [4] describes it as a
special form of pedagogical activity, which is based on the
provision by the teacher of assistance to the student in an
amount sufficient for self-overcoming difficulties aimed at
their comprehensive development and achievement of the
set educational and personal tasks. Nevertheless, this
concept does not fully describe its purpose and functions.
Therefore, it is necessary to consider the entire scope of
functions that are put before the process of pedagogical
support, namely: teaching, educational, developmental,
professional-economic, cultural, political-ideological, and
humanistic. Accordingly, the educational aspect concerns
the transfer of knowledge and skills from the teacher to the
student.
The educational aspect also includes implementing
psychological effects on the students' consciousness and
perception. The developmental aspect involves not only
the development of professional abilities but also the
comprehensive development of the students' personalities.
The professional and economic aspects are reflected in
establishing the intellectual component of specialists. The
cultural function involves the spiritual development of the
student, fixing the main principles of life in society in their
mind. The political and ideological function plays a special
role in the development of national consciousness since it
affects the political culture among the younger generation.
In conditions of acute socio-economic changes,
pedagogical support performs a humanistic function,
which allows not only for the transfer of the acquired skills
to young citizens but also for development processes such
as self-knowledge and self-fulfilment in them.
In the course of the analysis of pedagogical support, it
is advisable to consider this process from the standpoint of
implementing the author's multi-level programme to
increase the readiness of teachers for the pedagogical
support of technical college students. The provisions
mentioned in this study are of particular value because they
reveal the basic principles of direct training of teachers for
the implementation of pedagogical support in their future
professional activities. However, they need to be further
analysed to properly monitor changes both in students'
minds about the role of the teacher and the teacher's
understanding of the scope of their professional powers.
Because of the effective implementation of this form of
pedagogical activity in the daily educational process, it
will be possible to increase the level of professional
competence of future specialists. In particular, this can be
done through the implementation of high-quality
interaction of subjects of educational and professional
training, which will ensure the prompt solution of various
kinds of problems and obstacles for students that may arise
during their educational, scientific, and professional
activities.
Thus, the purpose of this study is to investigate the
approaches to the implementation of pedagogical support
for students during their professional training at a technical
college. Therefore, a set of tasks was solved in the study,
namely: the concept of pedagogical support was defined,
its signs were considered, the main functions were
established, effective ways of its implementation were
covered, and ways to increase the success of such support
directly in a technical college were determined.
Materials and Methods
Various methodological tools were used to successfully
achieve the stated purpose and to effectively perform the
tasks of the study. A functional approach was used to
organise the study, in particular, the development of a plan,
the establishment of work stages, and the determination of
its relevance and structural elements. It enabled the
consideration of the most promising areas and the
determination of the main issues and provisions that need
to be considered. As for the internal component, a
dialectical approach was used for the content and methods
of presentation of the material. It allowed establishing a
single trajectory based on which this study was conducted.
The main aspects of the issue under study were identified,
based on which the study was divided into parts to make it
logical and consistent.
Research methods played an important role in the study
of the issue posed. Primarily, the methods of analysis and
synthesis should be noted. Their essence, as a rule, is
determined by categoricity, revealed in their contrariety. In
particular, through the method of analysis, several
elements were identified coming from a common issue,
namely pedagogical support and technical education.
Accordingly, their general theoretical analysis was
conducted, and the main signs and features formed because
of the influence of drastic social changes were identified.
In addition, based on the analysis method, the main
approaches to pedagogical support of technical college
students during professional training were determined,
directly at the Kostanay Polytechnic Higher College of the
Department of Education of the Akimat of Kostanay
Region. As for the synthesis method, its role was important
for the establishment of a general idea, since it allowed
collecting the results obtained during the work and
organising them. In addition, based on the synthesis
method, a relationship between the categories under
consideration was established. Consequently, this method
provided an opportunity to get conclusions on the issue
under study.
The comparison method was equally important in
conducting this study. The method allowed sufficiently
comparing the concept of pedagogical support and the
educational process and establishing their connection and
common features. Moreover, during the study, various
ways and means were analysed to provide such support at
the technical college, which was also conducted through
the comparison method. This method also allows
establishing the positive and negative features of certain
approaches to making changes and developing the existing
pedagogical support, characteristic of a certain number of
educational institutions.
The method of generalisation was used to draw concise
conclusions and conduct a proper discussion. Its role in the
study was to analyse the results obtained and to present
opinions on the issue under study. Therewith, through
generalisation, several aspects under study and promising
areas for future studies were identified. The study was
conducted in three stages. In the first stage, a general
theoretical analysis of the subject was conducted. In
addition, all structural elements were identified, in
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Pedagogical support of technical college students during professional training
particular, the purpose and objectives were set, and the
necessary issues and sections were identified. The direct
ways of providing pedagogical support to students in the
framework of a technical college, during their educational
and professional training, were analysed. A list of the
results obtained during the study was determined, and
conclusions were formulated on their basis.
Results
It is advisable to begin the analysis of the issue of
pedagogical support of students during their educational
and professional activities at a technical college by
studying its theoretical aspects. Therefore, the general
concept of support should be understood as a set of
interrelated actions aimed at the interaction of two or more
people to implement certain common tasks and goals. Such
subjects are in a single social environment characterised by
their features determined by their roles in it. Based on this
universal etymological concept, it is advisable to define the
essence of such a category as pedagogical support.
Notably, it is characterised by the presence of certain
specific features based on two elements, namely the social
interaction of the subjects of such support, and the features
of interaction between them. Based on this, it can be
argued that the purpose of the implementation of the
pedagogical support of the student is to ensure the
comprehensive development of the latter. Admittedly, this
process involves the use of specific pedagogical systems
that differ in their purpose, for example, for education,
upbringing, vocational training or other training, expressed
in institutional design [5].
As for the functions of pedagogical support of a
technical college student, it consists of the development of
personality, which is revealed in more narrowed tasks
specified by the characteristics of the chosen pedagogical
system. Therewith, they can be detailed to the limit, which
will give such functions the character of action technology,
in this case, pedagogical technology. Proceeding from this,
the content of pedagogical support of a technical college
student is largely based on the improvement of
consciousness and understanding of the individual,
implemented through compliance with several areas of the
educational process. Among them are psychological
education, the transfer of professional skills and abilities,
and the development of scientific potential in an
individual, which, admittedly, affects their success in the
course of professional training.
Moreover, when determining the signs of this type of
support, it is possible to focus on the presence of a clear
institutional design, developed and conducted by specially
trained teaching staff. Based on the latter statement, it can
be established that to implement the functions of
pedagogical support, a teacher must have a highly
developed professional competence, in particular in the
context of the implementation of high-quality pedagogical
support [6].
The given understanding of the content and functions
of pedagogical support of technical college students during
their professional training allows disclosing its functional
structure, expressed by comparing various forms of the
pedagogical activity and the roles of subjects in the
educational process. Consequently, the establishment and
implementation of pedagogical support for students are not
isolated from their educational and professional activities,
but in close connection with the basic foundations and
provisions that provide for their development and
education. It should be understood that the essence of
pedagogical support concerns not only educational aspects
but also psychological ones, while the latter substantially
affects its features. In particular, this is expressed in the
context of full-fledged psychological and pedagogical
support, which involves a set of professional-pedagogical
actions of the teacher, which they implement to create and
ensure positive psychological and pedagogical conditions.
The priority of such support lies in the fact that with its
implementation it is possible to increase the level of
academic performance, and the quality and effectiveness
of the student's professional training, which is expressed in
the level of their professional development.
Based on the theoretical analysis of pedagogical
support and its features, the main purpose of such a process
is to provide support and assistance to the student by the
teacher about their educational activities, which in turn is
aimed at maximising their personal and professional
development. Therewith, special attention should be paid
to the fact that successful achievement of such a goal is
possible only if the tasks assigned to the student are
fulfilled both at the initial and at the final stage of their
activity [7].
It is possible as a result of the passage of certain stages
by the student in conjunction with the teacher. It is
attempted to establish them in the context of the analysis
of the activities of the Kostanay Polytechnic Higher
College of the Department of Education of the Akimat of
Kostanay Region, the purpose of which is to provide the
subjects of the educational process with support and
assistance to improve their professional competence. Thus,
the initial stage is characterised by the establishment and
provision of students with everything necessary for their
active educational and scientific activities in a technical
college. Therewith, the establishment and implementation
of this goal in the above-mentioned educational institution
are conducted through a system of intellectual, emotional,
motivational, and behavioural influences, which in turn
allow identifying personal characteristics of students,
based on which an individual learning trajectory is
developed. This approach lays the proper foundations for
the development of professional competence in individuals
at the initial stage of a college education.
As for the final stage of interaction between the teacher
and the student, in the context of pedagogical support, it is
expressed in the full and proper development of the latter's
psychological, professional, and creative readiness, which
will allow them to effectively exercise their professional
powers and tasks in the future. In the course of the study,
a model of pedagogical support for the professional
development of technical college students was created.
Notably, the model under consideration is based on close
and productive interaction between a teacher and a student
of a technical college, characterised by dynamism. This
property indicates the high adaptability and efficiency of
the model, which allows for quickly responding to the
needs of students. Pedagogical support, which is
implemented in the Kostanay Polytechnic Higher College
of the Department of Education of the Akimat of Kostanay
Region can also be characterised in the context of a full-
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Chsherbakova
fledged mechanism that allows a student to conduct
successful professional and personal development, in close
cooperation with a teacher. It is also necessary to pay
attention to the fact that the educational process is divided
into different stages, which were discussed above, the
features of which must necessarily be considered when
implementing pedagogical support. In particular, each of
these stages is characterised by the presence of goals,
concretised in the form of a system of clearly defined tasks,
which in turn fully reveal the specific features of such
support [8].
Based on this, it is necessary to determine the processes
that characterise the areas of pedagogical support for
technical college students. In particular, there are three of
them, namely: the establishment of the professional and
technical orientation of the student's personality; the
establishment of creative readiness for professional
activity; the development of an innovative professional
and technical position. Notably, the idea of implementing
pedagogical support is one of the priority elements in the
process of improving the effectiveness of training in
colleges, in particular technical ones. Moreover, this
process is quite complex, since it involves the
establishment of important areas based on which it is
implemented. Admittedly, such approaches to pedagogical
support are determined at their initial stage and include
goals, objectives, principles of organisation, and
approaches to work [9].
As for the internal structure of pedagogical support for
students acquiring professional knowledge and skills at a
technical college, it consists of three elements that are in
close connection with each other. In particular, the first one
is a comprehensive and periodic monitoring of the
psychological and professional status of a student and their
comprehensive development in the process of studying at
college. The second element is the establishment and
provision of psychological and professional conditions
necessary for the development of students' personalities
and their effective training and professional development.
This component is fundamental in developing and
consolidating an individual educational trajectory (IET)
for each student [10].
The third element concerns the creation of special
favourable conditions for students, allowing the teacher to
freely provide timely assistance and support during
vocational training. However, to a greater extent, this
component is responsible for the student's educational
activities, in particular, the teachers' identification of gaps
and difficulties in their training conducted in previous
courses or other educational institutions. Based on the
identified problems, the teacher should choose special
approaches to ensure effective further pedagogical
support. Thus, at the moment, pedagogical support is the
leading means to increase the success of the level of
professional competence of the future specialist. Based on
the analysis of the approaches used in the Kostanay
Polytechnic Higher College of the Department of
Education of the Akimat of Kostanay Region, the means
of pedagogical support are implemented in several areas.
These include identifying the individual trajectory of
students' professional development and including students
in quasi-professional activities through a system of
practice-oriented tasks. Additionally, metered assistance is
provided to students when they encounter difficulties
during professional training.
Discussion
Based on the results obtained in the study concerning the
essence and main features of pedagogical support for
technical college students during their professional
development, it can be noted that certain specific
conditions make its successful implementation possible.
This study suggests that several conditions are necessary.
First, there should be the development and implementation
of an adaptive system of educational activities that
considers the individual learning trajectory, including a
modular rating mechanism of pedagogical control. Second,
the educational and cognitive process should involve the
successful and high-quality execution of practical projects
by students. Lastly, it should include the solution of acute
educational problems through methods such as problem
presentation, heuristic approaches, and research.
Therewith, this opinion is supported by A.A. RecinesPadilla et al. [11], since the authors somewhat concretise
these provisions, narrowing them to recommendations for
the introduction of collective-group forms of educational
activity, for example, pairs of variable composition, and
reform from large to small study groups. Their opinion is
mostly based on the implementation of effective
psychological support and correction, which in turn
develop the necessary conditions for the establishment of
the subject and social context of both professional and
creative activities of the student.
Considering the studies discussed in the previous part
and the opinion of Z. Almagul [4] on components of
pedagogical support, its conditions include the provision
of special factors for the proper disclosure of students'
abilities, in particular, both educational and professional,
which are conditioned by their high activity and developed
cognitive potential. In addition, based on the provisions
enshrined in the works of I. Salpykova et al. [12], V. Poul
and I. Volzhentseva [13] concerning the implementation of
successful pedagogical support, in particular at a technical
university, its mandatory condition is the reflection, in the
student's independent assessment of their own educational
and professional activities. The priority of this approach is
the possibility of involving various educational
technologies in teaching, which the teacher can choose
according to the individual characteristics of the student
and their professional orientation. Therewith, it is
important to organise and conduct events related to the
system of support for talented students in the course of
pedagogical support, for example, contests, academic
Olympiads, creative events, scientific conferences, and
presentations of research projects.
It is worthwhile to increase the dynamism of the
college's work to increase the effectiveness of pedagogical
support in the context of the implementation of individual
educational trajectories. This is explained in the study of
S. Pöntinen and S. Räty-Záborszky [14], which focuses
directly on the idea of reforming education, in particular its
modernisation, which should be based on such principles
as individuality, versatility, and success. Consequently,
this will allow proper implementation of one of the most
common ways to achieve the goals of individualisation of
the educational process underlying the process of
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Pedagogical support of technical college students during professional training
pedagogical support, namely the introduction of IET
technology into it. This aspect should be actively discussed
in the scientific community since it is extremely effective
and must be implemented during the acquisition of
professional skills and knowledge by students. This
statement can also be justified through its essence, which
reveals it in the context of the individual trajectory of
personal development and increasing the potential of a
technical college student in an educational and
professional environment. T. Fletcher and D. Ní Chróinín
[15], who emphasise that the complex individual activity
of a student characterises their professional orientation,
which is expressed in the level of their independence and
readiness to perform the tasks assigned to them properly,
also support this statement. Therewith, it should be
understood that such activities are possible only if there is
successful support by a teacher both in educational and
professional contexts.
The administration of an educational institution can
develop such an individual educational programme
through the organisational and managerial process. Due to
this, students will be able to perform educational activities
based on their orientation. Such conditions for the
implementation of educational and professional activities
are certainly capable of influencing the consciousness of a
subject, in particular, a student at a technical college while
satisfying their educational interests in accordance with the
established standards of the educational process and a
specific speciality [16-18].
In
addition,
N.N.
Shomutodova
[19],
K.B. Kochkorbaevna and I. Hilola [20] indicate that the
pedagogical support of students at a technical university
can individualise not only a specific set of educational
tasks but also the educational environment. Therewith, it
becomes possible to attract students to quasi-professional
activities, including through individualised practiceoriented tasks. The effectiveness of this process is certainly
extremely high since the subjects of the educational
process get the opportunity to use the knowledge and skills
acquired during educational activities directly in practice,
namely in their professional activities. According to the
author, such an approach is mandatory and should be one
of the fundamental ones during the educational and
professional activities of technical college students, since
this is the way, they will be able to determine their
strengths and weaknesses. Moreover, this process should
be based not only on self-reflection but also on pedagogical
analysis, which indicates the need for pedagogical support
in this case.
It can be argued that pedagogical support can be
implemented based on various areas of joint activity of the
teacher and the student, which they choose by the goals of
such support and educational activities. In this regard, it is
necessary to pay attention to the fact that such an
educational and professional development of a student can
be implemented even using several educational
trajectories, which can be implemented simultaneously, in
interaction, or sequentially, under the stages of the activity.
This allows determining the actual and main task of the
teacher in the provision of the pedagogical support of the
student, namely, not only to help with the direct
implementation of the tasks set but also to suggest possible
areas for the development of their capabilities, in particular
in the professional context, and overcoming possible
obstacles [21-23]. However, the process of choosing an
effective trajectory by a student and a teacher is quite
complex, as evidenced by the features of pedagogical
support considered in the results of the study. The factors
that affect it can be characterized in several ways. First is
the freedom of choice for the direct object of the
educational process, specifically the student, as the basis
of the subjective paradigm on which modernized
vocational education is based. Second is the level of selfdetermination, expressed as the result of one's existential
choice when engaging in educational and professional
activities. Additionally, the properties, signs, foundations,
and needs of both the student and the teacher providing
pedagogical support play a crucial role in achieving the
desired educational and professional results [24-26].
When discussing the features of the settlement of a
programme for the implementation of pedagogical
support, it is advisable to consider its logical structure, in
particular, the one proposed by V.I. Volchkova et al. [27].
Their study divides such a structure into stages, at each of
which the necessary elements are formed. These principles
allow not only organising the process of pedagogical
support but also increasing its effectiveness by following
the individual tasks of the student in their educational and
professional activities. Therefore, considering the structure
of pedagogical support, at the initial stage, it is necessary
to determine the educational goal, which is a priority for
the subject of educational activity, while it should combine
both educational knowledge and professional skills, which
indicates the need to implement this process on an
individual basis.
Moreover, during the implementation of pedagogical
support, special attention should be paid to proper and
timely introspection or reflection, which should be based
on the student's awareness and understanding of their own
needs and interests in accordance with external
requirements, in particular, those determined by future
professional areas. An equally important stage, according
to the author, is the joint selection by the student and the
teacher of the approaches and means necessary for the set
goals and objectives. A prerequisite, in this case, is the
nature of reciprocity of such actions, due to the importance
of establishing the needs of both the student and the
teacher, which should be conducted following their
individual characteristics. Therewith, special attention
should be paid to the fact that the study determined that
pedagogical support should include the provision of
assistance by teachers to the student, in this context, it
should be interpreted as the successful area of the latter to
conduct practical activities by performing probable
professional tasks.
Consequently, it was established that pedagogical
support is a promising way of developing and improving
the professional competence that students receive during
training at a technical college. The results of the study
identified all aspects on which this process is based, which
allowed examining its features. According to them, it is
possible to propose such a classification of conditions
based on which the selection of an individual trajectory or
curriculum, being the object of pedagogical support of the
student, takes place. Firstly, those should include the level
of proper understanding and full awareness by both the
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Chsherbakova
student and the teacher of the essence of this type of
support and its goals [28-31]. Therewith, it was noted that
an equally important element at this stage is the settlement
of the importance of pedagogical support, in the context of
one of the most effective means of self-fulfilment and
professional development of a future specialist. It is also
important that pedagogical support has common features
with psychological, which is expressed in the teacher's
assistance not only in the context of the student's
educational activities but also in other problems that affect
their psycho-emotional state. In particular, support can be
provided in an informational context, when a student
chooses an educational trajectory or a professional area.
It is crucial to pay attention to the fact that to a greater
extent, pedagogical support consists of the activity of the
teacher, while the student should also be actively involved
in all the processes introduced in the support programme.
This condition is certainly mandatory since to achieve an
effective result, a proper interaction of two subjects is
necessary. Accordingly, in the absence of such factors,
pedagogical support is impossible. It is advisable to attract
various means that contribute to the implementation of the
above conditions to increase the effectiveness of the
pedagogical support. Such approaches include specially
designed and organised educational and extracurricular
classes aimed at self-knowledge and teaching students
based on selective and developmental approaches, which
consist in the establishment of an individual trajectory.
Consequently, a student, in cooperation with a teacher, can
determine a priority area of their development, for
example, comprehension and proper understanding of the
further professional path after completing education;
development and improvement of results in a specific area
of both educational and professional activities; obtaining
successful and effective professional competence,
according to the chosen speciality.
Conclusions
Because of the study, several important results were
obtained, which allowed proper resolution of the issue
posed. Notably, the study considered not only the
theoretical foundations of the implementation of
pedagogical support but also the opinions of other
researchers on it and developed new recommendations.
Therefore, it should be established that pedagogical
support is a full-fledged mechanism of interrelated
activities aimed at providing the educational process and
the successful development of the student through a special
individual training programme. Admittedly, the study
identified the features and properties that characterise this
process. Special attention was paid to a rather important
aspect, namely the structure of pedagogical support, and
the factors and conditions necessary for its successful
implementation.
The process of building an individual educational
trajectory should be given due attention as well since it has
a number of specific features. Despite this, it was properly
disclosed in the context of pedagogical support for students
engaged in vocational training at a technical college. Since
the issue posed is to be considered in a priority manner, it
is advisable to deepen the knowledge gained in subsequent
studies by analysing the features of the use of IET sensors
during the training of technical college students.
Acknowledgements
None.
Conflict of Interest
None.
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Chsherbakova
Педагогічна підтримка студентів технічного коледжу під час професійної підготовки
Ірина Щербакова
Костанайський політехнічний вищий коледж
110000, проспект Кобилянди Батира, 3, м. Костанай, Республіка Казахстан
Анотація
Актуальність. Підготовка майбутніх фахівців, особливо в технічних галузях, є надзвичайно актуальною на
сьогоднішній день. Цей пріоритетний напрям педагогічних досліджень передбачає аналіз сучасних методів та
ефективних підходів до підтримки майбутніх фахівців. Актуальність посилюється соціально-політичними
змінами та інформатизацією освітнього середовища.
Мета. Метою дослідження є вивчення особливостей педагогічної підтримки під час освітньо-професійної
підготовки студентів у технічному коледжі.
Методологія. У дослідженні використано різноманітний науково-методологічний інструментарій, зокрема
функціональний та діалектичний підходи, а також методи аналізу, синтезу, порівняння та узагальнення.
Результати. У дослідженні розглянуто поняття педагогічної підтримки, деталізовано його теоретичні
характеристики та практичне застосування. На основі аналізу Костанайського політехнічного вищого коледжу
визначено ключові методи, такі як персоналізовані навчальні траєкторії, інтеграція технологій та безперервне
оцінювання. Ці методи спрямовані на задоволення конкретних потреб студентів, підвищення їхньої професійної
компетентності та готовності до трудової діяльності.
Висновки. Дослідження підтверджує ефективність педагогічної підтримки в технічних коледжах, показуючи, що
добре впроваджена підтримка значно підвищує якість професійної підготовки. Результати дослідження дають
підстави для розробки програм, спрямованих на покращення освітніх результатів за допомогою
індивідуалізованих стратегій навчання та використання технологій. Складність теми свідчить про необхідність
подальших досліджень, особливо в галузі оптимізації індивідуальних освітніх траєкторій для подальшого
вдосконалення процесів і результатів навчання в технічній освіті.
Ключові слова: професійне становлення; індивідуальна траєкторія; освітній процес; розвиток.
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